Complements in English Grammar

Supplements in English Grammar In syntax, a supplement is a word or word bunch that finishes the predicate in a sentence. Rather than modifiers, which are discretionary, supplements are required to finish the significance of a sentence or a piece of a sentence. Underneath youll discover conversations of two normal sorts of supplements: subject supplements (which follow the action word be and other connecting action words) and article supplements (which follow an immediate item). Be that as it may, as David Crystal has watched, the space of complementation stays a hazy zone in semantic investigation, and there are a few uncertain issues (Dictionary of Linguistics and Phonetics, 2011). Subject supplements My uniform is torn and dirty.My uniform is a T-shirt and jeans.Imagination is the one weapon in the war against reality.(Jules de Gaultier)Love is a detonating stogie we eagerly smoke.(Lynda Barry) Item supplements Jimmys instructor considered him a troublemaker.The educators comment made me angry.The widow she cried over me, and considered me a poor lost sheep, and she considered me a ton of different names, too.(Mark Twain, Adventures of Huckleberry Finn, 1885) Subject Complements Subject supplements rename or depict the subjects of sentences. As it were, they supplement the subjects.Many of these supplements are things, pronouns, or different nominals that rename or give extra data about the subject of the sentence. They generally follow connecting action words. A less contemporary term for a thing, pronoun, or other ostensible utilized as a subject supplement is predicate nominative. He is the boss.Nancy is the winner.This is she.My companions are they. In the primary model, the subject supplement manager clarifies the subject he. It determines what he is. In the subsequent model, the subject supplement champ clarifies the subject Nancy. It determines what Nancy is. In the third model, the subject supplement she renames the subject this. It tells what this' identity is. In the last model, the subject supplement they distinguishes the subject companions. It tells who the companions are.Other subject supplements are descriptors that adjust the subjects of sentences. They likewise follow connecting action words. A less contemporary term for a descriptor utilized as a subject supplement is predicate modifier. My colleagues are friendly.This story is energizing. In the primary model, the subject supplement neighborly alters the subject collaborators. In the subsequent model, the subject supplement energizing changes the subject story.(Michael Strumpf and Auriel Douglas, The Grammar Bible. Henry Holt, 2004) Item Complements An item supplement consistently follows the immediate article and either renames or depicts the immediate item. Think about this sentence: She named the infant Bruce. The action word is named. To locate the subject, ask, Who or what named? The appropriate response is she, so she is the subject. Presently ask, Whom or what did she name? She named the child, so infant is the immediate article. Any word following the immediate article that renames or depicts the immediate item is an article supplement. She named the infant Bruce, so Bruce is the item complement.(Barbara Goldstein, Jack Waugh, and Karen Linsky, Grammar to Go: How It Works and How to Use It, fourth ed. Wadsworth, 2013)The article supplement portrays the item similarly as the subject supplement portrays the subject: it distinguishes, depicts, or finds the item (as in We picked Bill as gathering pioneer, We think of him as a moron, She laid the child in the den), communicating either its present state or coming about state (as in They discovered him in the kitchen versus She drove him mad). It is preposterous to expect to erase the article supplement without either profoundly changing th e importance of the sentence (for example She considered him an imbecile - She called him) or making the sentence ungrammatical (for example He secured his keys his office - *He bolted his keys). Note that be or some other copula action word can frequently be embedded between the immediate item and the article supplement (for example I believe him to be a numb-skull, We picked Bill to be bunch pioneer, They saw him as in the kitchen).(Laurel J. Brinton and Donna M. Brinton, The Linguistic Structure of Modern English. John Benjamins, 2010) Numerous Meanings of Complement Supplement is one of the most confounding terms in logical language. Indeed, even in one sentence structure, that of Quirk et al. (1985), we can discover it being utilized in two different ways: an) as one of the five supposed proviso components (1985: 728), (nearby subject, action word, object and adverbial):(20) My glass is vacant. (subject complement)(21) We discover them exceptionally wonderful. (object complement)b) as a piece of a prepositional expression, the part that follows the relational word (1985: 657):(22) on the table In different syntaxes, this subsequent significance is stretched out to different expressions. . . . It hence seems to have extremely expansive reference, to anything that is expected to finish the significance of some other etymological unit. . . These two fundamental implications of supplement are conveniently talked about in Swan [see below].(Roger Berry, Terminology in English Language Teaching: Nature and Use. Dwindle Lang, 2010) The word supplement is additionally utilized from a more extensive perspective. We frequently need to add something to an action word, thing, or descriptor to finish its significance. On the off chance that someone says I need, we hope to hear what the person needs; the words the need clearly dont bode well alone; in the wake of hearing Im intrigued, we may should be determined what the speaker is keen on. Words and articulations which complete the significance of an action word, thing, or descriptor are additionally called complements.Many action words can be trailed by thing supplements or - ing structures with no relational word (direct items). Be that as it may, things and descriptors ordinarily need relational words to go along with them to thing or - ing structure complements.(Michael Swa n, Practical English Usage. Oxford University Press, 1995) I need a beverage, and afterward I need to go home.Does she comprehend the requirement for secrecy?Im keen on figuring out how to fly. EtymologyFrom the Latin, to round out Articulation: KOM-pli-ment

Career Building Competencies Essay Example for Free

Profession Building Competencies Essay Subsequent to finishing my vocation interests’ profiler and skills appraisals, it helped me increase a superior comprehension of my capabilities and how I apply them to a business setting. With the profession interests’ profiler, it basically as of now mentioned to me what I definitely knew yet to a greater degree a more profound comprehension. What I do acknowledge subsequent to taking finishing the vocation interests’ profiler is giving me a rundown of the various professions that would be most appropriate for me. By finishing the abilities evaluation, it has helped me break down my outcomes, for example, adjusting to change, conveying results or improving and how I can apply them to basic reasoning. By understanding my own capabilities, what I can do to improve my abilities can be utilizing my outcomes to help look fresh. One outcome I discovered exceptionally charming was developing. â€Å"To innovate† intends to show something as though it was the first run through or to adjust something and I found that captivating as one of my outcomes. Applying advancement to basic reasoning would intend to consider new ideas, change my discernment on how I see the issue with the goal that the arrangement may introduce itself. Another path in applying my outcomes can be by they way I assess contentions. For instance, adjusting to change or adapting to pressure are extraordinary capabilities in which can help me assessing contentions. With adjusting to transform, it can assist me with survey the contention from an alternate perspective. It can open my eyes in observing other potential arrangements and going to an understanding. Likewise with adapting to pressure, it can help me by keeping me quiet when in a factious position. Not exclusively would it be able to keep me quiet however by remaining quiet, it can assist me with remaining certain about what is contended. In the wake of taking this appraisal, it has helped me comprehend my abilities when being applied to basic reasoning and assessing contention.

Gordon, John Brown

Gordon, John Brown Gordon, John Brown, 1832â€"1904, U.S. public official and Confederate general, b. Upson co., Ga. Gordon began his Civil War service as an infantry captain and so distinguished himself through four years of campaigning in the Virginia area that at Lee's surrender he was a lieutenant general commanding a corps. His fighting in the Wilderness campaign and in the Shenandoah Valley under J. A. Early in 1864 was particularly brilliant. After the war he became an outstanding leader in Georgia politics. With Alfred H. Colquitt and Joseph E. Brown, he dominated the state government for many years. He was U.S. Senator (1873â€"80, 1891â€"97) and governor (1886â€"90). Despite charges that he mixed politics and railroad affairs, he remained the idol of his state. See his Reminiscences of the Civil War (1903); D. S. Freeman, Lee's Lieutenants (3 vol., 1942â€"44); biography by J. B. Gordon (1955). The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Pres s. All rights reserved. See more Encyclopedia articles on: U.S. History: Biographies

The Reign of Louis the XVI Essay - 504 Words

The Reign of Louis the XVI There is great mystery surrounding the death of Louis XVI. Many different events led up to this. His actions before, during, and after the French Revolution greatly affected his fate. The French Revolution was a very important time period in European history. However, the situation in France under Louis XVI, was a negative one. France had great financial problems and it was infested with plagues of all sorts. A lot of the financial problems were because of the American Revolution, among many other wars. Because so much financial aid was given to armies in these wars, Louis XVI was forced to raise taxes on much of the nobility. The financial problems only got worse in the following years because the†¦show more content†¦She convinced him to ignore the financial problems in France and spend all the money on her. She also told him to fire some chief advisors, important advisors that probably could have prevented the French Revolution for ever happening. He never attempted to p ay back any of the debt, he kept spending more money, making the predicament worse. There became tensions between the social classes, often between nobility and the peasants. Living conditions were very poor. The nobles had all the right, while the peasants were stepped on by everybody. Nobles had a say in public affairs, were entitled to a trail at special courts, and enjoyed financial advantages. They paid the basic tax once a year and that was it. Peasants and commoners made up 80 percent of the population. They struggled to survive and were heavily taxed. All the money peasants made went to taxes and bread. Peasant unemployment resulted in many homeless citizens, emigration, and death. People became homeless because they could not afford to pay taxes. The crisis of Europe was felt the most in France. As population increased, inadequate agriculture productivity and bad harvests came along too. Soon the price of grain was more than the peasants wages. Also, the standard of living declined. Even though the whole situation was not Louis XVIs personal fault, the decisions and choices he made, made the situation even worse. During his reign he made some very poorShow MoreRelatedCauses Of The Reign Of Terror766 Words   |  4 PagesThe Reign of Terror was one of historys symbolic events that have changed the world for the better. Have started with King Louis XVIs reign in 1789 to 1793 (document B); which lead France down a rabbit hole of poverty, starvation of the people, and an unfair tax system (background essay). All of Frances problems have manifested into something that King Louis has done, but cannot stop. With the help of Maximilien Robespierre, the Reign of Terror was declared to fix a corrupted government. The ReignRead MoreThree Important Events During The French Revolution1201 Words   |  5 Pagesmovements throughout Europe. Three important events that occurred during the French revolution were the Storming of the Bastille, Execution of King Louis X VI, and the Reign of Terror. One important event during the French Revolution was the storming of the Bastille. There were two rumors of how the storming of the bastille happened. One rumor suggested that King Louis had intention to dismiss the National Assembly by using the military force. Another rumor suggested that the storming of the Bastille happenedRead MoreReign of Terror1070 Words   |  5 Pages The Reign of Terror: Was It Justified? The Reign of Terror started in 1789 and was a time when supporters of the French Revolution ran wild and started killing non-supporters or counterrevolutionaries. The French held a ceremony if you will, in Paris for the execution of King Louis XVI on January 21, 1793. This was because Louis was having financial, and harvest issues. In June of 1789 King Louis called the Estates Meeting to discuss taxes and money problems. 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Various social and political issues led to the start of the revolution. Politically, France suffered under the rule of Louis XVI, who ruled by absolute monarchy. Many people had their natural rights renounced and weren’t able to have a political voice. Socially, France had divided its population within 3 estates (classes). French citizens took it upon themselves to remodelRead MoreRobespierre And The Revolution By Oscar E. Segovia1568 Words   |  7 PagesEstate in the Estates Ge neral. He strongly advocated against tyranny but that would all change after he gained leadership of the Committee of Public Safety. France suffered from tyranny under Robespierre’s leadership, which would be known as the Reign of Terror, because of his flawed ideas and blinded perspective during the Revolution. Robespierre was born in Arras, France in 1758. His childhood was cut short after his mother passed away when he was six years old. He was adopted by older relativesRead MoreThe French Revolution:. The French Revolution Helped Mold1440 Words   |  6 Pages peasants, wanted the taxes to be the same for everyone. They wanted this because they wanted to keep some money for land and for receiving an education for themselves or their children. The reason taxes were so high is because when the king, Louis XVI, began to go bankrupt, he made the taxes higher and began to tax the clergies and nobles. This caused an unpleasant reaction from all of the higher class people in his kingdom. One influence of the revolution was the ancien regime which is â€Å"a politicalRead MoreSuccess Of The French Revolution1235 Words   |  5 Pagesagainst (historyonthenet). After this attack, Louis and his family were captured and imprisoned in Paris. Through this imprisonment, The Third Estate had the power to pass laws by forcing King Louis XVI to sign them while in prison. King Louis XVI was forced to sign a new constitution that abolished many rights of the monarchy (alphahistory). It was a big step toward a new government. After a few years in captivity and an attempted escape Louis was found guilty and executed in 1793. His execution

The Rational Model Of Organizational Decision Making Essay

CHAPTER TWO PROJECT EXECUTION AND EXPERIENCE 2.1 Schedule of Activities of Students for the Project Work 2.2 Explanation of Theories Used Organizational decision making is defined as the process of responding to a problem by searching for and selecting a solution or course of action that will create value for organizational stakeholders. Decision making is a critical responsibility in leadership and the ability to make the right decisions is imperative to the success of every organization. Over the years, various models and theories have been developed to explain how organizations make decisions. This paper shall consider a few of the models and explain how these models and theories apply in the context of the topic of this research. I. The Rational Model of Organizational Decision Making This model is based on the logic of optimal choice: the choice that would maximize value for the organization. The manager is assumed to be an objective, totally informed person who would select the most efficient alternative, maximizing whatever amount and type of output s/he values. We can summarize the rational choice process as follows: 1. An individual is confronted with a number of known alternative courses of action. 2. Each alternative bears a set of possible consequences. These consequences are known and are quantifiable. 3. The individual has a system of preferences or utilities that permits him or her to rank the consequences and choose an alternative. There isShow MoreRelatedDecision Making Of A Bse Veterinary Service846 Words   |  4 PagesDecision Making Companies all over the world are faced with decision daily. Some decisions are small in nature with minimal effects on the company or its employees. While other decisions have a tremendous effect on the entire company. 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Additionally, the visible structures, systems, slogans, behaviors, and physical settings are the observable cultural symbols that communicate what an organization values. An insider would have greater awareness and discernment of the internal cultural elements and subcultures within an organization. Furthermore, an insider would know how organizational activities

American Parkour Movement Free Essays

The start of Parkour started with a French naval officer named Gorges Hebert. During World War I Herbert when on a trip to Africa. While he was there he was rather impressed with one of the native tribes. We will write a custom essay sample on American Parkour Movement or any similar topic only for you Order Now â€Å"Their bodies were splendid, flexible, nimble, skillful, enduring, and resistant but yet they had no other tutor in gymnastics but their lives in nature. †Ã¢â‚¬â€Georges Hebert. This was the beginning of his idea that physical fitness combined with mental creativity are fundamental necessities for a living person. While Hebert was stationed in Saint Pierre, Martinique, he was placed in charge of an evacuation of around seven hundred people because of the erupting of Mount Pelee. This event forwarded his new idea and he then began to apply it to his career. He started to incorporate this new idea to the training of French soldiers since World War II. One soldier that took a particular interest to this training was Raymond Belle. He continued with his training because it also later helped in become skilled within the Paris fire department. He also began to teach his soon about this philosophy, that one must achieve strength and dexterity in order to be useful in life and that you must be able to see beyond society’s ideas of objects. Just because a group of people have place a permanent purpose for a particular object. For instance, most people are stuck to the idea that a rail or wall is a barrier. Others who can see around this could use these as vaults or ladders. David took this idea to heart and created Parkour, which rapidly spread throughout France. Eventually this traveled to other surrounding countries and even America. For a while Parkour had no real definition, it was just a wondering lifestyle heard by ear but the American Parkour committee, along with members outside of the committee, gathered together to discuss the definition based of it original philosophy and this is what was finally created: Parkour is the physical discipline of training to overcome any obstacle within one’s path by adapting one’s movements to the environment. Parkour requires†¦ consistent, disciplined training with an emphasis on functional strength, physical conditioning, balance, creativity, fluidity, control, precision, spatial awareness, and looking beyond the traditional use of objects. * Parkour movements typically include†¦ running, jumping, vaulting, climbing, balancing, and quadrupedal movement. Movements from other physical disciplines are often incorporated, but acrobatics or tricking alone do not constitute parkour. Parkour training focuses on†¦ safety, longevity, personal responsibility, and self-improvement. It discourages reckless behavior, showing off, and dangerous stunts. * Parkour practitioners value†¦ community, humility, positive collaboration, sharing of knowledge, and the importance of play in human life, while demonstrating respect for all people, places, and spaces. How to cite American Parkour Movement, Papers

Criminal Justice Argumentative Essay Example For Students

Criminal Justice Argumentative Essay Before the sixteenth century children were considered either property tobe traded or small adults, when by the age 5 or 6 were expected to assumethe roll of an adult. As the centuries moved forward the views of childrenchanged, children were seen not as miniature adults but as having adistinct personality, that they were easily corrupted and needed to becorrected to become morale and productive members of society. In the colonial era of America the family was the basic unit of economicproduction and the main outlet for social interaction also religion was amain staple that held a community together and is where families turned towhen they had trouble in the home. As the country grew so did the need for some type of institutions foryouth offenders. These places were called houses of refuge The youth inthese places were reformed into hard working productive members of society. The stay in one of these places were in determined time or until theyreached the age of 18 or 21 depending on their crime and the willingness ofthe youth to reform and become a responsible citizen. By the end of the 1800s different types institutions and mechanisms weredeveloped to respond to the difficult children. Still, the problemspresented by the children who were believed to be in need of so type ofcorrection were the homeless, the neglected, abused and wayward as well asthe ones with criminal behavior. A new group of reformers called the thechild savers, advocated a new institution to deal with these youthproblems. Thus began the juvenile courts. By the late 1800s the legal mechanism was in place for treating of youthdifferent from adults Examplesof this were that in some jurisdictions had set minimum age to which ajuvenile could be charged as an adult and placed in adult penitentiaries. The legal philosophy justifying states intervening in the lives ofchildren is the doctrine of parens patriae(the state as parent) was giventhe judicial endorsement in the case of Mary Ann Crouse who had beencommitted to the Philadelphia House of Refuge by her mother as a punishmentand against her fathers wishes,. the Commonwealth Supreme Court ofPennsylvania stated that it wasnt a punishment but a benevolence, no dueprocess claim could be made by the father, and that the father had nostanding anyway because the commonwealth had the legal responsibility tostep in as to were the parents were irresponsible in their obligations totheir children. An interesting question came up in the 1905 case of the Commonwealth vs. Fisher where the Pennsylvania supreme court ruled that parens patriaealways trumps due process in the juvenile justice. When the Commonwealthacts on parens patriae no due process protection is necessary. Notreatment plans are needed it is assumed that anything the Commonwealthdoes to a child in its custody is better than what the parents couldprovide. The Fisher case set the tone for juvenile justice up until the1960s. An activist United States Supreme Court in the 1960s significantlyaltered the juvenile justice system. That sets the tone for todayscourts. Three cases that are worth looking at are Kent vs. the US (1966)This is the first full scale examination of the juvenile justice systembrought on by the case of a 16 year old rapist who was transferred to adultcourt. The justices ruled that such waivers or transfers should beaccompanied by a special hearing, the assistance of counsel, access torecords by such counsel, and a written statement of reasons for suchtransfer. .ub1aa03e5c46ba409f5e805505707d82e , .ub1aa03e5c46ba409f5e805505707d82e .postImageUrl , .ub1aa03e5c46ba409f5e805505707d82e .centered-text-area { min-height: 80px; position: relative; } .ub1aa03e5c46ba409f5e805505707d82e , .ub1aa03e5c46ba409f5e805505707d82e:hover , .ub1aa03e5c46ba409f5e805505707d82e:visited , .ub1aa03e5c46ba409f5e805505707d82e:active { border:0!important; } .ub1aa03e5c46ba409f5e805505707d82e .clearfix:after { content: ""; display: table; clear: both; } .ub1aa03e5c46ba409f5e805505707d82e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub1aa03e5c46ba409f5e805505707d82e:active , .ub1aa03e5c46ba409f5e805505707d82e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub1aa03e5c46ba409f5e805505707d82e .centered-text-area { width: 100%; position: relative ; } .ub1aa03e5c46ba409f5e805505707d82e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub1aa03e5c46ba409f5e805505707d82e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub1aa03e5c46ba409f5e805505707d82e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub1aa03e5c46ba409f5e805505707d82e:hover .ctaButton { background-color: #34495E!important; } .ub1aa03e5c46ba409f5e805505707d82e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub1aa03e5c46ba409f5e805505707d82e .ub1aa03e5c46ba409f5e805505707d82e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub1aa03e5c46ba409f5e805505707d82e:after { content: ""; display: block; clear: both; } READ: The Trail Of Tears Essay In re Gault (1967) A landmark case on the failure of the juvenilejustice system involving a 15 year old adjudicated delinquent on the wordof an Arizona sheriffs deputy sentenced to 6 years for an offense(telephone harassment) that carried a two month penalty if committed as anadult. The Justices ruled that the juveniles deserve the right againstself incrimination (Miranda Rights) adequate notice of charge, the rightconfront and cross examine accusers, assistance of counsel, and he rightsof sworn testimony and appeal. With this the juvenile courts became moreformal and adversarial. The Third case is McKeiver v. Pennsylvania (1971) a seminal case thatslowed down the granting of due process rights to juveniles by denying thema trial by jury. The Justices thought that the bench trials were adequateand that America wasnt yet ready to abandon the philosophy of juvenilejustice as a less than fully adversarial process. The fundamental difference of the adult court vs. the juvenile court arethat the juveniles are given a little more latitude when the judge isconsidering the sentence for the offender and the guidelines are differ inthe length of time and where the sentence is carried out. word 810

NFL HISTORY Essays - Akron Pros, APFA Season, Ralph Hay,

NFL HISTORY ?The Beginning of the N.F.L? The year was 1920 and pro-football was in a state of confusion. The three main problems that led to all the confusion were, salaries rising, players jumping from team to team and the use of players still enrolled in college. So, on August 20, 1920, a group of men representing the four current pro teams met. When the day was done the American Professional Football Conference was born. The A.P.F.C. was formed to make one governing body over pro football. Then, on September 17, 1920, a second organizational meeting was held. At the second meeting the following teams attended: the Akron Pros; Canton Bulldogs; Cleveland Ohio Indians; Dayton Ohio Triangles; Decatur Illinois Staleys Athletic Club; Hammond Indiana Pros; Massillon Tigers; Muncie Indiana Flyers; Racine [a Chicago street] Cardinals; Rochester New York Jeffersons; Rock Island Illinois Independents; and [the State of] Wisconsin. One of the first orders of business was to change the name of the American Professional Football Conference to the American Professional Football Association. The second order was to appoint a president. So Native-American Olympic Gold Medallist Jim Thorpe was elected as league president. Other rules were made such as a membership fee of $100 per team; to be charged to give an appearance of respectability No team ever paid it. Scheduling was left up to the teams, and there were wide v ariations. This occurred both in the overall number of games played and in the number played against APFA member teams. Four other teams-the Buffalo All-Americans, Chicago Tigers, Columbus Panhandles, and Detroit Heralds-joined the league sometime during the year. On September 26, the first game, which featured an APFA team was played at Rock Island's Douglas Park. A crowd of 800 watched the Independents defeat the St. Paul Ideals 48-0. A week later, October 3, the first game matching two APFA teams was held. At Triangle Park, Dayton defeated Columbus 14-0, with Lou Partlow of Dayton scoring the first touchdown in a game between Association teams. The same day, Rock Island defeated Muncie 45-0. At the league meeting in

Analysis of the article Real Estate Principle

Analysis of the article Real Estate Principle In real estate market, economists closely monitor the trends in the economy in order to project the patterns of demand and supply. The article shows how the current change in economy trends of real estate market have affected various parties in the real estate market. Factors such as the cost, income, and price of housing greatly affect the demand of housing as seen in the article. Electricity supply also partly affects the supply of housing in the real estate market, as one of its inputs.Advertising We will write a custom report sample on Analysis of the article â€Å"Real Estate Principle† specifically for you for only $16.05 $11/page Learn More From the numerous forecasts, the economy has projected that the momentum of the economy in the second half of the year after July will go down. This will affect the real estate market in the area of housing due to many factors this paper has covered. Despite the economy losing its momentum, there has been a significant growth in various sectors. For instance, in the manufacturing sector the output seems to have increased in the production of electronics, business equipment, and automobiles in the United States of America. The disruption that occurred could have led to this in the East when tsunami and the earthquake greatly hit some parts of it causing destabilization of automobile production from the west hence increasing production from the United States of America (Barber, Floyd, Floyd 311-320). The industries also seem to have increased the use of their capacity signifying an increment in output. The author of the article points out that the previous anticipated slowdown of the economy would subside in due time and there would be minimal scares about the demand of the consumer surging. The sentiments of the consumer can however be falling due to the facts that there is a rather weak growth in the job area and economists predict low ability of the consumers to afford the housing. T he falling sentiments of the consumer have led the people to shift in selling their property. Part of the population is no longer investing in the construction of houses that cater for single family and those of multi-families and most of them are turning to either purchase of smaller units such as apartments or even going to rentals. The owners of the housing units that are not in demand will push the prices of the housing down in order to accommodate the consumers who have weak purchasing ability. The article establishes that there are no signs of the real estate market improving in the near future and economists predict this on the fact that the permits that builders usually get for new constructions have actually declined. This has trickled down to dampening of spirits of the builders and rather low sentiments to start housing projects. However, it is not possible to conclude that all parts of America have experienced the decline. The demand in the real estate market refers to t he consumers desiring housing at a particular price and the supply in the real estate market refers to the housing units that the builders are willing to offer or are offering at a particular price. Further, equilibrium is the main point of focus in economics and in real estate market. It refers to the point of negotiation between the suppliers of housing and the consumers of the same units.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More It also refers to the ability of the suppliers and the consumers to come to an agreement where the amount of units produced by the supplier are equal to the housing taken up by the consumers within a particular time and having in mind that all other factors remain constant (Barber, Floyd, Floyd 321-328). The increase in the output of the electric utilities makes suppliers bound to increase the output of housing they offer. When this happens, th e price of the housing units will go down and this will make it easier for the consumers to access these facilities whenever they need them. On the other hand, the weak growth of employment is rendering so many consumers’ income to be very low. This will reduce the consumers’ ability to purchase or take up the housing units and in this case the real estate market will experience a decline in the demand for housing and as the rule goes, the prices of the units will go down to make them affordable. This is a rather tricky situation in economy where the suppliers have favorable factors to boost their production. In addition, the consumers are unable to take up the housing when the price offered by the suppliers is high. Investors in the real estate market can easily come up with a state that is close to equilibrium by lowering the prices of their output through building less expensive housing units. For the consumers, they can take up less expensive housing units by resid ing on the apartments or simply switching to rentals in order to favor each other to ensure the continuity of the real estate market in the economic decline (Barber, Osburn, Floyd 331-354). Barber, Russell, Osburn, Floyd and Floyd, Charles. Real Estate Principle (9th ed.). California: Delmar Learning, 2011. Print

Setting of Farewell of Arms Research Paper Example | Topics and Well Written Essays - 1250 words

Setting of Farewell of Arms - Research Paper Example The setting of weather in A Farewell to Arms has been manipulated by Hemingway through the symbols of dryness and cold, frost and rain. Different war conditions have been described through these meaningful metaphors. Weather and War At the start of the novel, the writer describes the situation as cool and calm as â€Å"there was not the feeling of storm coming† (3). But with the arrival of the rain, the country has become â€Å"wet and brown and dead with autumn† (4). This happens as the fight grows. Hence the change in the weather has also changed the situation of war. The impending dangers of death and annihilation have been emphasized through the deadness of the autumn. Now from the very beginning of the novel, the reader gets the impression that weather and war will go side by side. The calamities of war will be further aggravated through weather condition of rain and wetness. With rain came cholera which has claimed seven thousand lives. It is obvious from the desc ription that the weather has proved more deadly than war, and its capacity of taking lives is even greater than the war itself. The agents of the weather like rain have been shown as the entities which are not in human control and their presence during war is â€Å"permanent†. Rain as an Omen of death Rain traditionally is used in a positive sense, and it symbolizes growth and fertility. But Hemingway has inverted the connotative meaning of this traditional symbol. In A Farewell to Arms the rain has been constantly portrayed as a symbol of death. It portends Catherine’s death. Catherine is afraid of rain, and she asks Henry to come out of the rain. Hence, the use of rain in war setting is ironic. It forebodes death and destruction. â€Å"The treatment of bad weather as a portentous mood-setter is a good indication of Gothic literature† (Shoomp Editorial Team 60). Hemingway also has manipulated this technique. The weather has been related to the war and human moo ds. Catherine Berkley is so afraid of rain that she thinks that the rain would part them from each other. She gets assurance from Henry that rain would not mitigate his love for him. She asks, "And the rain won't make any difference?" "No." When Henry reassures her that the rain would have no effect on their love, she says, "That's good. Because I'm afraid of the rain" (134). When asked by Henry why she is afraid of rain, she is not able to explain the cause of her fears. She tells Henry, "I don't know, darling. I've always been afraid of the rain." But at the insistence of Henry she blurts out: "All right. I'm afraid of the rain because sometimes. I see me dead in it." "No." "And sometimes I see you dead in it." (135). Rama (2007) observes the following in this connection: There appears some association in Hemingway’s mind between â€Å"Cat in the rain† and Catherine of A Farewell to Arms (called Cat by Henry). Cathrine sometimes sees herself and Henry dead in the rai n. Hemingway uses rain as an important symbol first time in â€Å"Cat in the Rain† and, later, as a major symbol in A Farewell to Arms (59). Hemingway has also used the symbol and setting of snow and frost in his story. The same metaphor has been used differently in various situations. Hemingway again has betrayed the traditional symbolical connotations of this metaphor. At first, the snow is the symbol of inertia. No development is made during snow time. Henry remarks, â€Å"looking out of the window of the bawdy house, the house of officers, where I sat with a friend and two

BUS IP2 Unit 5 Essay Example | Topics and Well Written Essays - 1500 words

BUS IP2 Unit 5 - Essay Example The company has diverse operations, which are undertaken in the global market and have been found to influence operations and contribution to the firm’s profit. The company also implements diverse hedges against risks associated with exchange rates. However, there are effects of increase and decrease in the dollar’s exchange value on the firm’s profitability. The company has also established schemes to reduce the effect of the dollar exchange to the business operations. General Motors Company Introduction There are various multinational companies in the United States (U.S) that have been found to focus on diverse fields of operations. These companies have been analyzed and found to influence process involved in growth and development in diverse nations positively. This has also been found to create a conducive environment for improvement of individual’s living standards among individuals from diverse communities in the nation. Therefore, strategies have be en implemented to enhance operations undertaken by the Multi-National Enterprises in U.S. General Motors is one among the MNE’s in U.S dealing with automotive. ... However, it has been noted that the American dollar has been weakening over the years, and individuals from other nations have travelled to the U.S as foreign currency is also appreciating. Currency denominations have been found to vary, and this influences export and import price rates in different nations. Therefore, the company managers have established a method that enables other companies from diverse nations to access various goods and services produced by the company (Sinha & Sinha, 2009). This has been attained by evaluating the exchange rates between the U.S company price rates and the partnering nation. The company lowers the price rates of its revenues and costs to nations that have been considered as developing. Also, they should have a greater range of currency difference with the American dollar. This has helped influence development of diverse nations, despite the fact that, the nation is considered to be developing. Nations that are equal and exchange their currency a t fairly same price with the Americans have goods and services offered to them at relative same prices as the export price in the U.S. This has helped the company manage its prices, and reduce cases of loss being experienced in the organization (Feldstein, Hines & Hubbard, 2007). Therefore, the GM Company managers have used schemes that have been considered effective and efficient in ensuring individuals from diverse nations gain access to various spare parts and vehicles at prices that are considerably low and affordable based on their denominational currency. Operations undertaken by MNE's with multiple foreign operations include engaging in productions that

Understanding Violent The Breakup Of Yugoslavia Politics Essay

Understanding Violent The Breakup Of Yugoslavia Politics Essay The numerous ethnic groups that comprised Yugoslavia held historical animosities towards each other stretching back in some cases hundreds of years. Yet these animosities were put aside after World War Two and under Titos grip the nation achieved internal peace. They were not however forgotten and when nationalist politicians needed to create a power base, they merely had to promote nationalist symbols and myths, and encourage the discussion and exaggeration of past atrocities. This created a deadly snowball affect that proved unstoppable. Yugoslavia has long been an ethnic melting point where great civilizations and religions have met. The Paris Peace Conference at the end of World War One created the Kingdom of Serbs, Croats and Slovenes out of territory from the Austrian and Turkish empires. The allies hoped the Kingdoms people would forge a new common identity based on their shared status as Southern Slavs. They were however divided in various other ways. Croats and Slovenes were Roman Catholic, used the Latin alphabet and orientated towards western and central Europe. In contrast Serbs, Macedonians and Montenegrins were under the repressive autocratic control of the Ottoman Turks, Eastern Orthodox in religion, used the Cyrillic alphabet and were less economically developed. Bosnians, though much like the Serbs had practiced Bogomilism and converted to Islam only in exchange for autonomy and protection by the Turks. The Serbs regularly rose against the Turks and were subsequently heavily repressed, thus considered the Bosnian Muslims Slavs that had sold out. During World War Two these antagonisms flared into outright slaughter as the Nazi controlled ethnically Croat Ustashe puppet regime murdered innocent Serbs, Jews and others. The regime never had majority Croatian support but this was irrelevant to Serbs in the conflicts of the 1990s even though they themselves did not have clean hands. Josip Tito and his communists suppressed discussion on the wartime genocide and earlier nationalist outrages in the process creating a powerful reservoir of suppressed memories and hatred. Tito re-established Yugoslavia through the skilful use of fear and the credibility of communist ideology. Yugoslavs feared many things including a return to the carnage of wartime massacres, the power of the Soviet Union and some a great Serbian restoration. The League of Communists of Yugoslavia (LCY) as the only substantial pan-Yugoslavian institution was thus the only force capable of allaying these fears. Fear and force did in time give way to compromise that was eventually enshrined in the 1974 Yugoslav constitution. This constitution established a collective presidency, rotating chair and dissolved a great deal of power to the republics thus weakening federal institutions. Tito himself often kept this system going by ordering republics to follow federal laws. Titos death in 1980 combined with the end of Cold War rivalry and the decline of communist ideology in the rest of Europe in the 1980s lead to the severe weakening of Yugoslavias crucial unifying factors. In addition, Yugoslavia in the 1980s increasingly suffered from an unprecedented economic crisis. This crisis was triggered by the oil shocks of the 1970s, the global recession of the 1980s and a $US20 billion foreign debt. This caused Slovenia and other relatively economically prosperous regions to push for economic and political change. Slovenia had significant economic weight as while it comprised only eight percent of the nations population it produced 20 percent of the national GNP. Without a powerful central figure, differences between reformers and conservatives produced a deadlock at the centre during the early and mid 1980s. The economy thus continued its decline allowing conservative groups time to mobilize support. Long significant to the Serb nation, Kosovo became the catalyst for the revival of Serbian nationalism. After a 1981 demonstration in favor of Kosovo gaining republic status the death toll of Albanian youths killed by Serb police varied widely from nine anywhere up to 1000. The Serbs balked at this demand believing they were the oppressed side in this situation. Thirty thousand Serbs and Montenegrins did flee Kosovo in the 1980s though many for economic reasons. The higher Albanian birth rate also contributed to the decline in the relative number of Serbs in Kosovo from 23 percent of the population in 1971 to 10 percent in 1989. Led by the Serbian Academy for Sciences and Arts from 1986 prominent Serbs claimed they had been the victim of consistent discrimination in Yugoslavia. Kosovo was thus raised to the position of most important problem in Serbia and frustration in the League of Communists of Serbia over the issue reached unprecedented levels. Slobodan Milosevic promise of quick and decisive action against Albanian separatists in Kosovo won him widespread support in Serbia. Milosevic moved quickly to promote Serbs to important economic and political roles in Kosovo and by 1989-1990 Serbian control over Kosovo was complete. In his first six months of power, he also purged Serbia of rivals and moderates. Journalists, writers and editors were fired and Milosevic supporters soon controlled almost all public life in Serbia. In order to bully and overthrow the Kosovo and Vojvodina political leaderships Milosevic whipped up pro-Serb demonstrations in the previously autonomous regions. The Montenegrin leadership was also overthrown with all three being replaced by Milosevic loyalists. This gave the Serb nationalists control of four of the eight votes in the Yugoslavian federation. Serbian hardliners used the cloak of nationalism to revoke the autonomy of Kosovo and Vojvodina thus altering the Serbian constitution and the delicate balance of power in Yugoslavia. Slovenia and Croatia reacted angrily to this series of events. Public disagreement was not permitted between communist party members therefore it was intellectuals and the media that articulated this anger. Slovenian intellectuals protested publicly at the treatment given to the Kosovo Albanians. They did so because they feared the consequences of the Serb action had upset Slovenias political and economic role in Yugoslavia, and would prevent movement towards its goals of democratising Yugoslavia and integrating it economically with the west. The last LCY congress in January 1990 confirmed that neither democratic nor hard-line reform could occur at the national level. The Croatian and Slovenian communist parties quickly responded by giving up their power and holding multi-party elections. The multi-party political system that resulted from the 1990 elections was seriously flawed. Political parties of which there were a large number lacked time and resources to develop a wide range of policies. Voters were thus denied the information they needed to make informed decisions. Additionally there was no chance to vote to maintain Yugoslavia even though 62 percent of Yugoslavs claimed Yugoslavian affiliation was very, or quite, important to them in a 1990 survey of 4,232 people. Nationalists claims that other groups would block vote successfully turned it into a self-fulfilling prophecy. Every town experienced the founding of political parties and the divisive nationalist discourse that went with them. Peer pressure to support ones ethnic group in these towns was intense. The nationalist parties did not win majorities in these elections. Because the way the elections were designed they received majorities in their republics. Franjo Tudjmans Croatian Democratic Union and Milo sevics Socialist Party of Serbia won only 41.5% and 47% of the votes respectively but gained 56% and 78% of the seats. These parties purged, often violently, their political opponents from power and made it dangerous to be seen as or in the company of known moderates. The politicians elected in 1990 were far more nationalist than their citizens. Understanding Violent The Breakup Of Yugoslavia The continuing stalemate and increasing tension over Yugoslavias economic and political direction convinced Slovenia and Croatia their futures lay elsewhere, and both declared independence in June 1991. The victory by Slovenian in the resulting war against the Yugoslav Peoples Army (JPA) forced the Serbs to give up their hopes for a centralized Yugoslav state under Serb control. Serb nationalists instead set themselves the goal of creating a greater Serbian state. The result was war in Croatia. The other significant result of the Slovenian and Croatian declarations of independence was that they forced the Bosnian Muslims to do likewise. Bosnian President Alija Izetberovic and many of his people realized all too clearly they would have little protection in a rump Yugoslavia dominated by Milosevic and Serb nationalists. Leaders on all sides constantly exploited the fear of becoming vulnerable to other ethnic groups through inaction during the break up of Yugoslavia. Both Tudjman and Milosevic consciously revived nationalist ideologies tainted by the Second World War. Once a leader of a republic broke the pattern of compromise and instead choose to increase interregional tensions the writing, Yugoslavia was on the wall. The slanting of news coverage by Milosevic appointees forced media in other republics to follow suit least their ethnic group become disadvantaged. Exaggeration became common as Serb and Croat intellectuals successfully transferred their nationalist ideologies to the common people. The Ustasu concentration camp at Jasenovac where 60,000 to 80,000 inmates were slaughtered, not all of them Serbs was inflated into the murder of 700,000 Serbs alone by Serb nationalists and Serbian media. The numbers game was however played by all sides. Repetition is considered the single most important e lement in the changing of opinions. Tudjman and Croat nationalistsà ¢Ã¢â€š ¬Ã¢â€ž ¢ excessive use of Second World War symbols especially the Ustasu flag frightened many Serbs into believing history would repeat itself. Collectively this created a security dilemma where no side could trust the other. Like their Croat neighbors the Bosnian leaders were also guilty of not paying enough attention to the complexity and fears of Serbian societies within their boundaries. By failing to recognize the difference between passive and adaptable urban Serbs and more extremist rural Serbs Tudjman missed an opportunity to build a multi-ethnic coalition. The behavior of political elites was a major source of ethnic hatred in Yugoslavia. Additional causes contributed to the sheer scale of the violence that followed the collapse of Yugoslavia. The JPA took a political role as its officers believed only a federal and socialist Yugoslavia could support their existing corporate and individual privileges. Up to 70 percent of the officer core were Serbian and Montenegrin and it was also a bedrock of Marxism-Leninism. The credibility of the army came from the days of communist resistance in the Second World War and as the communist party fell from favor so to0 did the army. With this loss of credibility, the JPA became in effect the army of the Serbian state. This is important because the scale of violence and acts of destruction such as the shelling of Sarajevo would have been impossible without a powerful military force. The inheritance by Serb forces of the majority of Yugoslavias weapons and especially its heavy weapons gave the Serbs the military power required to carry out their plans. Backed by the JPA Serbian civilian, militias were able to terrorize minorities in Serb controlled areas. The militias were organized from soccer clubs notably the infamous Arkan Tigers, prisons and from volunteers. Merged with the peer pressure, lack of accountability and promised economic gain these militia committed acts of ethnic violence out of all proportion to what could have been deemed acceptable under normal conditions. Croats and to a lesser extent Muslims also formed militias and violently attacked ethnic opponents. These were never on the same scale nor had the same level of organization as the Serbian militias and were largely formed as response to the formation of the Serbian militias. The west intervened in the break up of Yugoslavia relatively early and regularly but never with enough collective will or military force to prevent large-scale warfare. The period of the early Yugoslav wars was a dramatic time internationally with the collapse of communism in Eastern Europe and the Soviet Union and the Iraqi invasion of Kuwait distracting Western powers. A global recession further reduced the wests desire to intervene in a country some saw as a quagmire without strategic significance whilst others considered the area vital due to Yugoslavias geopolitical significance. By January 1992 fifteen ceasefires had been arranged and broken by all sides. Numerous internationally brokered peace plans followed. Serbian and Croatian leaders who consistently acted in ways to that continued the violence certainly did not help western efforts. However, the more pressing problem was Americas and Europes weak and timid initial responses which did nothing to persuade Milosevic and Tudj man to suspend their use of violence. Whether an overwhelming display of western resolve through the commitment of significant combat troops would have altered the course of events is unknown. It is however hard to see how such a display of force could have made things worse. The political will to impose a solution on Yugoslavia was simply not present at the time. Yugoslavia was a nation with suppressed and potentially explosive historical memories. By the 1980s the majority of Yugoslavs lived in peace often side by side with other ethnic groups. It took a culmination of economic decline, a changing international system and most importantly leaders willing and able to exploit these memories and their resulting fears to rip Yugoslavia apart. Political elites insistence on nationalist ideologies, Serbian military superiority and a lack of Western will ensured this break up was both brutal and extremely violent

Maya Angelou

‘Still I Rise' by Maya Angelou: the poem You may write me down in history With your bitter, twisted lies, You may trod me in the very dirt But still, like dust, I'll rise. Does my sassiness upset you? Why are you beset with gloom? ‘Cause I walk like I've got oil wells Pumping in my living room. Just like moons and like suns, With the certainty of tides, Just like hopes springing high, Still I'll rise. Did you want to see me broken? Bowed head and lowered eyes? Shoulders falling down like teardrops, Weakened by my soulful cries. Does my haughtiness offend you? Don't you take it awful hard ‘Cause I laugh like I've got gold mines Diggin' in my own back yard. You may shoot me with your words, You may cut me with your eyes, You may kill me with your hatefulness, But still, like air, I'll rise. Does my sexiness upset you? Does it come as a surprise That I dance like I've got diamonds At the meeting of my thighs? Out of the huts of history's shame I rise Up from a past that's rooted in pain I rise I'm a black ocean, leaping and wide, Welling and swelling I bear in the tide. Leaving behind nights of terror and fear I rise Into a daybreak that's wondrously clear I rise Bringing the gifts that my ancestors gave, I am the dream and the hope of the slave. I rise I rise I rise. GCSE English Blended Poetry  © Maya Angelou in whose name Copyright Clearance Center, Inc. has granted permission.  © The Sheffield College, 2006 Exploring the Poem We are now going to explore ‘Still I Rise' using the five aspects of poetry we looked at earlier. Situation Viewpoint Ideas or themes Language and style Mood or atmosphere After reading ‘Still I Rise' a couple of times, use the following questions to help explore your ideas about the poem. Situation What do you think Angelou might mean in the opening lines when she says that history tells lies about her? GCSE English Blended Poetry  © The Sheffield College, 2006 In the closing lines, who is Maya Angelou referring to as her ‘ancestors' and why is this important? Angelou repeats the words ‘I rise' throughout the poem. What does she mean by this? GCSE English Blended Poetry The Sheffield College, 2006 Identity is an important idea in the poem. What impression do you get of Maya Angelou in the second, third, fifth and seventh verses? What impression of herself does Maya Angelou definitely not want to convey in the fourth verse? What impression does Maya Angelou leave us with at the end of the poem? GCSE English Blended Poetry  © The Sheffield College, 2006 Viewp oint Who is ‘I' in this poem? Who is ‘you' in this poem? Ideas and Themes What themes do you see in the poem? GCSE English Blended Poetry  © The Sheffield College, 2006 Language and Style As you work through this section, you might want to refer to the Glossary, to read about some of the techniques discussed. Angelou uses a lot of natural imagery in the poem. List all the similes and metaphors which relate to nature that you can find in the poem. Imagery What points do you think Angelou is making in using this natural imagery? Comment on at least three images in detail. GCSE English Blended Poetry  © The Sheffield College, 2006 Alliteration and Assonance Find as many examples of alliteration and assonance in the poem as you can. What effects do you think Angelou is hoping to achieve by her use of these techniques? Rhythm and Rhyme Re-read the poem aloud or at least read it to yourself imagining how it would sound if you were reading it aloud. How do you think the rhythm and the rhyming of the poem affects your understanding of what Angelou is saying? Repetition What do you think Angelou is trying to achieve with the repetition in the poem? GCSE English Blended Poetry  © The Sheffield College, 2006 Mood and Atmosphere How would you describe the mood or atmosphere of the poem? Does the mood change throughout the poem? GCSE English Blended Poetry  © The Sheffield College, 2006 Maya Angelou ‘Still I Rise' by Maya Angelou: the poem You may write me down in history With your bitter, twisted lies, You may trod me in the very dirt But still, like dust, I'll rise. Does my sassiness upset you? Why are you beset with gloom? ‘Cause I walk like I've got oil wells Pumping in my living room. Just like moons and like suns, With the certainty of tides, Just like hopes springing high, Still I'll rise. Did you want to see me broken? Bowed head and lowered eyes? Shoulders falling down like teardrops, Weakened by my soulful cries. Does my haughtiness offend you? Don't you take it awful hard ‘Cause I laugh like I've got gold mines Diggin' in my own back yard. You may shoot me with your words, You may cut me with your eyes, You may kill me with your hatefulness, But still, like air, I'll rise. Does my sexiness upset you? Does it come as a surprise That I dance like I've got diamonds At the meeting of my thighs? Out of the huts of history's shame I rise Up from a past that's rooted in pain I rise I'm a black ocean, leaping and wide, Welling and swelling I bear in the tide. Leaving behind nights of terror and fear I rise Into a daybreak that's wondrously clear I rise Bringing the gifts that my ancestors gave, I am the dream and the hope of the slave. I rise I rise I rise. GCSE English Blended Poetry  © Maya Angelou in whose name Copyright Clearance Center, Inc. has granted permission.  © The Sheffield College, 2006 Exploring the Poem We are now going to explore ‘Still I Rise' using the five aspects of poetry we looked at earlier. Situation Viewpoint Ideas or themes Language and style Mood or atmosphere After reading ‘Still I Rise' a couple of times, use the following questions to help explore your ideas about the poem. Situation What do you think Angelou might mean in the opening lines when she says that history tells lies about her? GCSE English Blended Poetry  © The Sheffield College, 2006 In the closing lines, who is Maya Angelou referring to as her ‘ancestors' and why is this important? Angelou repeats the words ‘I rise' throughout the poem. What does she mean by this? GCSE English Blended Poetry The Sheffield College, 2006 Identity is an important idea in the poem. What impression do you get of Maya Angelou in the second, third, fifth and seventh verses? What impression of herself does Maya Angelou definitely not want to convey in the fourth verse? What impression does Maya Angelou leave us with at the end of the poem? GCSE English Blended Poetry  © The Sheffield College, 2006 Viewp oint Who is ‘I' in this poem? Who is ‘you' in this poem? Ideas and Themes What themes do you see in the poem? GCSE English Blended Poetry  © The Sheffield College, 2006 Language and Style As you work through this section, you might want to refer to the Glossary, to read about some of the techniques discussed. Angelou uses a lot of natural imagery in the poem. List all the similes and metaphors which relate to nature that you can find in the poem. Imagery What points do you think Angelou is making in using this natural imagery? Comment on at least three images in detail. GCSE English Blended Poetry  © The Sheffield College, 2006 Alliteration and Assonance Find as many examples of alliteration and assonance in the poem as you can. What effects do you think Angelou is hoping to achieve by her use of these techniques? Rhythm and Rhyme Re-read the poem aloud or at least read it to yourself imagining how it would sound if you were reading it aloud. How do you think the rhythm and the rhyming of the poem affects your understanding of what Angelou is saying? Repetition What do you think Angelou is trying to achieve with the repetition in the poem? GCSE English Blended Poetry  © The Sheffield College, 2006 Mood and Atmosphere How would you describe the mood or atmosphere of the poem? Does the mood change throughout the poem? GCSE English Blended Poetry  © The Sheffield College, 2006

Bridging the Gap

Bridging the Gap January 28, 2014 Poetry of the 17th century is unique because it is of a metaphysical nature and it is deeper in meaning that the courtly love poetry before its time. It focuses on love, death, and loss other than death such as innocence and material possessions. The seemingly imposable things such as the afterlife and Heaven are said to be metaphysical in nature and both subjects are present in the three selected poems for this paper. Ben Jonson exhibits grief upon the loss of his first daughter and his first son in the poems â€Å"On My First Son† and â€Å"On My First Daughter†, but his grief is displayed in different tones.Anne Bradstreet exhibits grief over the loss of her home and all of her material possessions in â€Å"Here Follows Some Verses Upon the Burning of Our House July 10th, 1666†, but her grief turns into a comforting tone as she realizes her true possessions are in Heaven, not on Earth. â€Å"Thou hast a house on high erect, f ramed by that mighty Architect, with glory richly furnished† (Ferguson, Salter, & Stallworthy, 2005, p. 467). The three chosen poems deal with loss and grief.The poet of each poem expresses religious beliefs in Heaven and the afterlife and a comforting tone is exhibited for the reader to find comfort in the possibility that a better life exists beyond life on Earth. Ben Jonson was a poet born in 1572 and died in 1637. His work is often considered classical dramatics. His poem â€Å"On My First Son† expresses sorrow for the death of his first son. The poem is an elegy which means the poem is a serious reflection and a mournful poem about the dead. This is a twelve line poem with six pairs of rhyming couplets. Line five is the most emotional line. â€Å"O could I lose all father now! † (Ferguson et al. p. 323). Jonson tries to see death as an escape from the world. There is a calmer tone later in the poem as the poet is speaking in a more positive mood, seeing his son as his finest creation. The poem is written from the 17th century England and childhood illnesses were often fatal. Hospitals, vaccinations against diseases, antibiotics and treatments were unknown during that time. Many children did not live very long. When they died, parents reacted to their death in a different manner than people in current society react to the death of a child. The poem is delivered in rhyming lines called couplets and it is addressed to the dead son.Metaphor is present when Jonson refers to his son as being lent to him. For seven years. â€Å"Seven years thou wert lent to me, and I thee pay exacted by thy fate, on the just day† (Ferguson et al. , p. 323). Jonson believes that all life is a gift from God, and now God is taking back his child at a young and tender age of seven. As Jonson grieves over his son, he also shows the reader how death is something to be envied. Perhaps death is something to look forward to. This feeling is explained in lines s even and eight when Jonson states â€Å"To have so soon scoped world’s and flesh’s rage, and, if no other miser, yet age† (Ferguson et al. p. 323). An escape from the turmoil that one encounters throughout life is escaped by death. Jonson also vows to not become too attached or to love someone too much in the future so he will not feel so much pain again. Jonson also wrote â€Å"On My First Daughter† which is an elegy about his first daughter who died at the age of six months old. In this poem, Jonson believes nothing lasts forever and death is inevitable. Written in the 17th century, childhood death was not uncommon. Jonson delivers sadness as well as a feeling of comfort and belief that the poet’s baby girl is in Heaven.A hidden message in this poem is that death is not the final destination. The religious thoughts throughout the poem offer peace and comfort about death and the afterlife. â€Å"Yet all Heaven’s gifts being Heaven’s due† (Ferguson et al. , p. 323) insinuates that nothing lasts forever and death is inevitable. Jonson sees his daughter’s death as if she belongs to God and now God has taken her back. This twelve line poem contains six pairs of rhyming couplets. Lines three and four demonstrate a rationalization of the death as well as the ability for Jonson to overcome his emotions more than a woman could. Yet all heaven’s gifts being Heaven’s due, it makes the father less to rue† (Ferguson et al. , p. 323). He also finds comfort in knowing he lost his daughter to death with her innocence intact. Because she died with her innocence, there is a special honor of believing she in honored in Heaven and Jonson finds comfort in the sad event of his daughter’s death. Jonson uses rationalism in his poems as he reasons with the death of his children. â€Å"On My First Daughter† has a different attitude and delivery from the attitude and delivery regarding his son’s death in â€Å"On My First Son†.He appears to accept his daughter’s death with less grief than his acceptance of his son’s death. The length of time he had with his daughter and his son could also determine the tone he took in each poem. He could have bonded with his 7-year-old son as where he did not bond with the 6-month-old daughter. He does however find comfort in believing both children are in Heaven and free from pain. He believes Heaven is a better place than living on Earth. Anne Bradstreet, born in 1612 and died in 1672, is the 17th century Puritan author of â€Å"Here Follows Some Verses Upon the Burning of Our House July 10th, 1616†.Her subjects within her poems were home, life, relationships, living, sorrow, and grief. Her faith and values are apparent throughout the poem. The rhyming of every two lines allows the reader to process the words before going to the next two lines. The nine six-line stanzas are written in plain style. The Puritan in Bradstreet preferred a plain style of writing that rarely included figurative language. She stressed simplicity, clarity of expression, the use of everyday words, and the implied metaphor even though most of her images and words are literal throughout her poem.The context of Bradstreet’s poem is the 17th century Puritan colonies in North America. The theme of the poem is that materials possessions are worthless and the only thing that is worthy is going to Heaven in the afterlife. The reader takes a journey through the descriptions of Bradstreet’s possessions before her true feelings are revealed regarding loss, material possessions, and a person’s salvation in Heaven. There are obvious sentence inversions to accommodate the demands of rhyme. This is present in the first line of the poem â€Å"In silent night when rest I took for sorrow near I did not look† (Ferguson et al. p. 466). The speaker becomes aware of her house burning down and s he informs her readers about the material objects in a material world. Pain and loss are explored while memories and fantasies about her home are revealed. â€Å"No pleasant tale shall e’er be told, nor things recounted done of old† (Ferguson et al. , p. 467). The statement reveals a woman mourning the material loss while also mourning the lost years of an imagined future in her house. The turning point in the poem occurs when the speaker is finished grieving over the ruins of her home.She begins to realize that she should focus on her home in Heaven and the beautiful afterlife she will have rather than her home on Earth. The last two lines of the poem express to the reader how the speaker truly feels. â€Å"My world no longer let me love, my hope and treasure lies above† (Ferguson et al. , p. 467). Bradstreet, like Jonson, finds comfort in believing in the afterlife and having faith that Heaven is where good and Holy people will spend eternity. Heaven, in both author’s beliefs, is a better place than living on Earth.The gift of Heaven through good works was a common belief during the 17th century. Jonson and Bradstreet both suffered a great loss. Jonson lost two children to death while Bradstreet lost her home and all of her possessions to a fire. They both grieved over their loss but in a different way. The end of each poem confirms the author’s religious beliefs that Heaven and the afterlife are better than life here on Earth. References Ferguson, M. , Salter, M. J. , & Stallworthy, J. (Eds. ). (2005). The Norton anthology of poetry (5th ed. ). New York, NY: W. W. Norton & Company.

Definition and Examples of Evidence in Argument

In argument, evidence refers to facts, documentation or testimony  used to strengthen a claim, support an argument or reach a conclusion. The evidence isnt the same as proof. Whereas evidence allows for professional judgment, the proof is absolute and incontestable,  said Denis Hayes in Learning and Teaching in Primary Schools.   Observations About Evidence Without evidence to support them, any statements you make in your writing have little or no value; theyre simply opinions, and 10 people may have 10 different opinions, none of which is more valid than the others unless there is clear and potent evidence to support it. Neil Murray, Writing Essays in English Language and Linguistics,  2012When conducting empirical research, the researchers primary responsibility is to provide evidence to support his or her claim about the relationship between the variables described in the research hypothesis. T]he researcher must collect data that will convince us of the accuracy of his or her predictions. Bart L. Weathington et al., Research Methods for the Behavioral and Social Sciences,  2010 Making Connections David Rosenwasser and Jill Stephen comment on making connections that leave out the steps that lead to them in 2009s Writing Analytically.  Ã‚   A common assumption about evidence is that is is the stuff that proves Im right. Although this way of thinking about evidence is not wrong, it is much too limited. Corroboration (proving the validity of a claim) is one of the functions of evidence, but not the only one. Writing well means sharing your thought process with your readers, telling them why you believe the evidence means what you say it does. Writers who think that evidence speaks for itself often do very little with their evidence except put it next to their claims: The party was terrible: There was no alcohol -- or, alternatively, The party was great: There was no alcohol. Just juxtaposing the evidence with the claim leaves out the thinking that connects them, thereby implying that the logic of the connection is obvious. But even for readers prone to agreeing with a given claim, simply pointing to the evidence is not enough.   Qualitative and Quantitative Evidence Julie M. Farrar defines two kinds of evidence in Evidence:  Encyclopedia of Rhetoric and Composition,  from 2006. The mere presence of information does not constitute evidence; the informative statements must be accepted as evidence by an audience and believed by it to be relevant to the claim at issue. Evidence can be generally classified as qualitative and quantitative. The former emphasizes explanation and description, appearing continuous rather than discrete, while the latter offers measurement and prediction. Both kinds of information require interpretation, for at no time do the facts speak for themselves. Opening the Door In Evidence: Practice Under the Rules from  1999, Christopher B. Mueller and Laird C. Kirkpatrick discuss evidence as it relates to trial law. The more far-reaching effect of introducing evidence [in a trial] is to pave the way for other parties to introduce evidence, question witnesses and offer argument on the subject in attempts to rebut or confine the initial evidence. In the customary phrase, the party who offers evidence on a point is said to have opened the door, meaning that the other side may now make countermoves to answer or rebut the initial evidence, fighting fire with fire. Dubious Evidence In  Not on the Doctor’s Checklist, but Touch Matters from 2010 in The New York Times, Danielle Ofri discusses findings called evidence that isnt actually valid. [I]s there any research to show that a physical exam -- in a healthy person -- is of any benefit? Despite a long and storied tradition, a physical exam is more a habit than a clinically proven method of picking up the disease in asymptomatic people. There is scant evidence to suggest that routinely listening to every healthy person’s lungs or pressing on every normal person’s liver will find a disease that wasn’t suggested by the patient’s history. For a healthy person, an abnormal finding on a physical exam is more likely to be a false positive than a real sign of illness. Other Examples of Dubious Evidence America must not ignore the threat gathering against us. Facing clear evidence of peril, we cannot wait for the final proof, the smoking gun that could come in the form of a mushroom cloud. President George W. Bush, in justifying the invasion of Iraq in 2003  We have it. The smoking gun. The evidence. The potential weapon of mass destruction we have been looking for as our pretext of invading Iraq. Theres just one problem: its in North Korea. Jon Stewart, The Daily Show, 2005